Patatas, Teresa Almeida; Quinta, Joana (2020). The Historical and Political Contexts That Led to the Educational Reforms in Angola. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (18th, Online, Jun 2020). Educational reforms in Angola have emerged from changing political contexts in the country's history. The last three stand out: the Veiga Sim√£o reform, which was approved in 1973 (colonial period) but did not come into full force; the 1978 reform (post-independence) coming from the third constitutional revision and the reform begun in 2004 (after national peace) instituted with the publication of Law 13/01, of 13 December. These reforms brought the innovations and measures considered relevant to the necessary changes in the education sector. They aimed to improve the current educational situation and brought guidelines that sought other levels of quality crucial to the country's development. Education being a basic pillar of society, all other sectors have benefited from these reforms, especially the economic, social and cultural ones. The aim of this paper is to show the different historical and political contexts that led to the last three educational reforms in Angola and the… [PDF]

Abdinoor, Abdullahi (2008). Community Assumes the Role of State in Education in Stateless Somalia. International Education, v37 n2 p43-61 Spr. Education contributes, in peace time and war time, to the cultivation of human capital as well as social capital of the society. It is in this light that this article seeks to explore the close interplay between education and the community in the present-day stateless Somalia. In order to explore how the Somali community has coped or is coping with the unusually difficult situation of statelessness and civil war, a descriptive case study of the educational institutions was carried out. A combination of in-depth interviews, participant observation, and focus group discussions was utilized for this purpose. It is clear that, despite the persistent security problem, the community has shown remarkable resilience and the educational institutions that they put together are functioning, albeit minimally, and this trend is set to continue even if the current stateless situation continues for the next few years. Moreover, many people in many regions and in the countryside cannot afford to pay… [Direct]

Spencer, Bruce (2006). The Problems and Possibilities for Peace Studies. Convergence, v39 n4 p123-132. Is there really a connection between "adult education" and "peace" today: or are many of today's adult educators so busy they are not interested in the big issues of the day? Or is it perhaps that concerns about "world peace" appear to be too remote to be influenced by adult education initiatives? The purpose of this discussion is to explore these and related questions and hopefully point to a role that adult education scholars and practitioners can play in support of peace activism…. [Direct]

Machowska-Kosciak, Malgosia; McGillicuddy, Deirdre (2021). Children's Right to Belong?–The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children's Negotiation of Academic and Social Identities in School. Education Sciences, v11 Article 383. Migration across the OECD this decade is reflected in increasingly diverse societies. Although migration into Ireland remains relatively low, increasing pupil diversity is evident in the physical, pedagogical, curricular, and socio-relational aspects of schooling. While the intensity of such changes are evident in teacher pedagogy, children's social worlds, and classroom/school dynamics, most notable is the lack of policy development to support school practices. Drawing on two in-depth case studies, this paper aims to foreground minority ethnic children/young people's voice(s) as they negotiate the complexity of identity (re)formation and belonging in school. It explores whether mis/recognition impacts teacher pedagogical practices through ability grouping, and minority ethnic children's navigation of social spaces within/between the classroom. Using a children's rights lens, this paper interrogates whether minority ethnic children's right to education preparing them "for… [PDF]

Alghamdi, Amani Khalaf H.; Alotaibi, Wadha Habbab (2022). Bringing Science Fiction Story Writing to Saudi Science Education: Writing-to-Learn Exploratory Case Study. Science & Education, v31 n2 p525-541 Apr. This exploratory case study affirmed the merit of using science fiction-inspired story writing to help Saudi Arabian Grade 10 female students learn science. Recognizing that teacher-centered rote learning was not reaching her rural students in the western part of Riyadh Province, the female teacher in this case switched to the constructivist active learning pedagogy, especially story writing. The case study report reflects data from a teacher interview, classroom observations (n = 2), and a content analysis of students' (N = 25) two homework assignments. In the spirit of science fiction (SF), they were required to (a) demonstrate their science learning by weaving their imagination and personalities with the world of arthropods and writing a story that reflected the values and principles they aspired to spread in society and (b) answer the third conditional sentence question "What would you ask god for if you were a Crustacean?" A content analysis confirmed that students… [Direct]

King, Elisabeth; Monaghan, Christine (2018). How Theories of Change Can Improve Education Programming and Evaluation in Conflict-Affected Contexts. Comparative Education Review, v62 n3 p365-384 Aug. Theories of change (ToCs) are underutilized in programming and evaluation and seldom analyzed with regard to the challenges and opportunities they present, especially in conflict-affected contexts. We reflect on the use of ToCs in UNICEF's Peacebuilding, Education, and Advocacy program, using four studies we carried out in Ethiopia and Dadaab refugee camp. We found, by asking program planners and beneficiaries about ToCs and seeking to map outcomes we would expect to see if ToCs were materializing, that ToCs provide important insights for programming and evaluation, even in fluid contexts. We argue that routinizing use of ToCs, particularly what we might call "living ToCs" that can inform responsive programming, presents challenges but also offers an important step toward understanding how education can mitigate conflict and conduce peace…. [Direct]

Dautremont, Julian; Kistner, Holly; Urbanski, Monika (2020). Stars Aligned: Using the Sustainability Tracking Assessment & Rating System to Report on Contributions to the U.N. Sustainable Development Goals. Association for the Advancement of Sustainability in Higher Education In 2015, the United Nations adopted the 17 Sustainable Development Goals (SDGs), a series of ambitious and interconnected global targets to end poverty and hunger, advance education, protect the planet, and ensure prosperity by 2030 through peace, justice and partnerships. While the SDGs were designed for nation-states, colleges and universities are increasingly seeking to orient their sustainability efforts toward the SDGs. However, there is currently no standardized methodology that institutions can use to report on their contribution to the SDGs. Further, many institutions already feel overburdened with existing reporting requirements. This guide demonstrates that the Sustainability Tracking, Assessment & Rating System (STARS Æ) – a transparent, self-reporting framework already used by hundreds of colleges and universities to measure their sustainability performance – has strong potential to address these challenges. Among other things, it offers: a broadly applicable and… [Direct]

Owen-Jackson, Gwyneth (2008). Political Peace–Educational War: The Role Played by International Organisations in Negotiating Peace in the Balkans and Its Consequences for Education. Research in Comparative and International Education, v3 n1 p79-90. The number of countries involved in conflict appears to be growing. Global awareness of these conflicts grows as the increasing use of weblogs and mobile phone videos, alongside traditional technologies, demonstrates the day-to-day effects of conflict on those caught up in it. International organisations are drawn into negotiating "peace settlements" and into monitoring post-conflict developments due to this growing global awareness of conflict and due to the influences of globalisation, increasing economic interdependence and other factors. International organisations, including the World Bank and agencies of the United Nations, try to find common ground between opposing factions in conflict situations in order to broker peace. This is not an easy task and compromises often have to be made. Peace agreements and settlements also need to take account of how the parties will work together in the future, and therefore, these may include aspects of educational provision. This… [Direct]

Baytiyeh, Hoda (2019). The Implication of School Culture on Building a Cohesive Pluralistic Society: Evidence from Lebanon. Improving Schools, v22 n2 p191-200 Jul. Pluralistic societies are generally characterised by weak national cohesiveness, increasing the risk of political tension and violent conflict; for communities from diverse religious or ethnic backgrounds, peaceful coexistence alone is insufficient to build the social cohesion needed for sustainable development and lasting peace. As an effective environment for advancing intercultural dialogue, mutual understanding and positive interaction through active participation in learning activities, schools can form a part of a comprehensive strategy to enhance social cohesion in pluralistic societies. Using Lebanon as a case study, this article shows how decades of political and socioeconomic injustice in combination with poor education policies have perpetuated the dominance of a monocultural school climate, leaving Lebanese society divided and vulnerable to violence and conflict. Although education reforms have focused on nation building and nationalism, these have failed to promote a… [Direct]

Bouma, Gary; Halafoff, Anna; Lam, Kim (2019). Worldviews Education: Cosmopolitan Peacebuilding and Preventing Violent Extremism. Journal of Beliefs & Values, v40 n3 p381-395. Since the mid-2000s soft power approaches to counter and prevent violent extremism (C/PVE) have increasingly been implemented by civil society, state actors and UN agencies internationally. Education is a critical and previously undervalued component in PVE, as it has only recently begun to attract significant scholarly and policy attention. This article briefly reviews the emerging field of education and PVE, and argues that it could benefit from drawing on insights from research on education about diverse religious and non-religious worldviews and PVE in Australia. Our research indicates that these types of educational initiatives can assist with addressing religious vilification, discrimination and interreligious tensions, and also with building religious literacy and social inclusion of young people, thereby minimising risks of alienation and vulnerability to extremism. We also argue that a critical approach to education about religions can assist young people to identify… [Direct]

Dwight J. Smith (2023). Law Enforcement Agencies Perceptions on the Current Issues of School Safety. ProQuest LLC, Ed.D. Dissertation, Houston Baptist University. School shooting is an important topic in society today. School safety measures are defined as schools and school-related activities where students are safe from violence, bullying, harassment, and substance abuse. Studies shows how different forms of violence in childhood contribute to inequalities in education–for both boys and girls and that an increased investment in prevention is needed in order to meet the global Sustainable Development Goals of ending violence, raising learning outcomes and creating safe, non-violent, and inclusive learning environments. Moreover, student achievement becomes questionable and how school districts are school shootings are a social significant interest in how the educational community examines ways to create policy to protect students and faculty. In fact, school shootings like Columbine and Santa Fe have caused great distress among communities where school administrators, teachers, and parents begin to question how it protects and supports its… [Direct]

Khawajkie, Elizabeth, Ed.; And Others (1996). What Makes a Good Teacher? Children Speak Their Minds=Qu'est-ce qu'un bon maitre? Les enfants ouvrent leur coeur=Como debe ser un buen maestro? Los ninos opinan. This booklet is a product of the UNESCO Associated Schools Project, a network of some 3,800 schools in 131 countries, which conducts pilot projects to promote education for peace, international understanding, and cooperation. Schools taking part in the project participated in an international contest asking for spontaneous reactions to the question "What makes a good teacher?" Of over 500 contributions received from students aged 8 to 12 years from some 50 countries, this booklet presents 9 drawings and 29 written responses in English, French, and Spanish. (ND)…

Viviani, Alessandra (2022). Inclusion and Education for Sustainable Development: The Experience of the University of Siena. Perspectives in Education, v40 n3 p132-145. According to SDG 4.7, by 2030 all learners will "acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development". Since 2009, with the establishment of the Working Group on Good Practices for Sustainable Development at the University of Siena has worked to raise awareness and promote good practices for the sustainable development: the campus became carbon neutral, it encouraged sustainable mobility, it tried to put the 2030 Agenda goals into practice, and it expanded the educational activities on sustainability themes. This paper will focus on the educational proposals of the University of Siena with specific reference to the promotion of inclusive societies and development of skills in… [Direct]

Egendorf, Laura K., Ed.; Hurley, Jennifer A., Ed. (1999). Teens at Risk: Opposing Viewpoints. Opposing Viewpoints Series. Contributions in this collection present opposing viewpoints about factors that put teens at risk; illustrate how society can deal with teenage crime and violence; show how to prevent teen pregnancy; and present the roles of the media and government in teen substance abuse. The following essays are presented: (1) \A Variety of Factors Put Teens at Risk\ (Gene Stephens); (2) \Teens Are Not at Risk\ (Kirk A. Astroth); (3) \Media Violence Puts Teens at Risk\ (Mona Chaten); (4) \Media Violence Does Not Put Teens at Risk\ (Mike Males); (5) \The Absence of Fathers Puts Teens at Risk\ (Wade F. Horn); (6) \The Absence of Fathers Does Not Put Teens at Significant Risk\ (Stephanie Coontz); (7) \Inconsistent Messages about Morality Put Teens at Risk\ (Edward Grimsley); (8) \Gay Teens Are at Risk\ (Rosemarie Buchanan); (9) \Violent Juvenile Criminals Should Be Treated as Adults\ (Linda J. Collier); (10) \Juvenile Criminals Should Not Be Treated as Adults\ (William Ayres); (11) \Gang Injunctions…

Macfarlane, Sonja (2019). He raraunga o te ao — Global Citizenship: A Maori Perspective. Curriculum Matters, v15 p99-103. Global citizenship education (GCED) is UNESCO's response to the impact of global warming, poverty, inequality, and human-rights violations that threaten peace and sustainability worldwide. The goal of GCED is to empower learners of all ages to appreciate that these are serious issues and to actively advocate–both locally and globally–for more wholesome, inclusive, safe, accepting, and sustainable societies. It is argued in this discussion paper, however, that before exploring the "how" of GCED, it is necessary to define what "global citizenship" might mean more broadly, from a uniquely indigenous Maori position. In order to do that, it is important to consider the following questions: What does global citizenship mean for Maori as the tangata whenua of Aotearoa? Are "tangata whenuatanga" and "global citizenship" compatible notions? What are some of the key parameters that GCED needs to take into account in order to be responsive to the rights… [Direct]

Lall, Marie; South, Ashley (2018). Power Dynamics of Language and Education Policy in Myanmar's Contested Transition. Comparative Education Review, v62 n4 p482-502 Nov. This article examines the development of education policy in Myanmar/Burma at a period of "critical juncture." There are two major strands to this article, regarding policy process and stakeholder voices that we bring together. We argue that powerful actors such as the government and international agencies frame policy in ways that often exclude the concerns and aspirations of education users and that there are often significant gaps between their positions and the realities of "ordinary" citizens. Such issues are of particular concern, given the importance of education and language as key elements of ethnic stakeholders' identities and interests, in relation to the ongoing and still deeply contested peace process. As a result, opportunities opened by the critical juncture in the reform process are being missed. The article is based on data collected in interviews and focus groups with over 500 respondents between 2011 and 2016 in Myanmar…. [Direct]

(2006). Guidebook for Planning Education in Emergencies and Reconstruction. International Institute for Educational Planning (IIEP) UNESCO This comprehensive guidebook will help educational planners during emergencies and reconstruction. The \Guidebook for Planning Education in Emergencies and Reconstruction\ presents examples of the problems faced in emergencies, and suggests policy options and strategies that have been found useful in such situations. It is organized in six sections–two introductory sections and four thematic sections: (1) Basics; (2) General Overview; (3) Access and Inclusion; (4) Teachers and Learners; (5) Curriculum and Learning; and (6) Management Capacity. In the \Basics\ section, an introduction is followed by a review of the contextual factors that must be considered when planning and providing education in emergencies and reconstruction. The second chapter, \Challenges in Emergencies and Reconstruction,\ describes a number of issues that are relevant to all the topics in the \Guidebook.\ It not only looks at some general challenges, but also how these will vary, intensify or abate, depending… [PDF]

Kang, Soon-Won (2007). Democracy, Human Rights and the Role of Teachers. Pedagogy, Culture and Society, v15 n1 p119-128. This paper focuses on the historical review of neo-liberalism in Korean education with relevance to human rights education and teachers movement. In transition to post-colonial society, Korea confronts polarization of education. From the first stage just after the independence from Japanese Colonization in 1945 to the fifth present stage, Korean education has expanded so quickly and the gap between the haves and the have-nots has widened. Thus stakeholders of educational reform have been divided according to the political stance of neo-liberalism. One of the strongest stakeholders, Korean Teachers Union (KTU) has to redefine its historical role as transforming agent for the educational reform, because KTU had impacted on the educational solidarity for the peace, human rights and democracy education in terms of Chamkyoyook since its inauguration in the 1990s. (Contains 1 note and 2 tables.)… [Direct]

(1988). Text of College Leaders' Proposals to Reagan Successor. Chronicle of Higher Education, v34 n17 pA18-21 Jan 6. Five challenges that will preoccupy America in the coming years and that can be overcome with the partnership of the federal government and higher education are identified: preserving peace in an interdependent world, economic revitalization, expanding educational opportunity, meeting essential human needs, and restoring respect for values and ethical behavior. (MLW)…

Cremin, Hilary; Guilherme, Alexandre (2016). Violence in Schools: Perspectives (and Hope) from Galtung and Buber. Educational Philosophy and Theory, v48 n11 p1123-1137. Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, we discuss Galtung's understanding of violence and peace, paying particular attention to his concepts of "structural and cultural violence," "peacekeeping," "peacemaking" and "peacebuilding." Secondly, we connect Galtung's notions of peacemaking to Buber's philosophy of dialogue, in order to make a case for an "epistemological shift" which might enable individuals and communities to achieve "peace". Finally, we… [Direct]

Diket, Read, Ed.; Kauppinen, Heta, Ed. (1995). Trends in Art Education from Diverse Cultures. This anthology brings together art educators from 21 countries to provide information about the past record of art education along with recent developments and future prospects. In "Part I: Historical Perspectives," the role of cross cultural influences is reported in essays: (1) "Quality Criteria Shifts in One Century of Art Education in Dutch Primary Schools" (Vera Asselbergs; Aaltje Knoop); (2) "Walter Smith's Influence in Brazil and the Efforts by Brazilian Liberals to Overcome the Concept of Art as an Elitist Activity" (Ana Mae Barbosa); (3) "The History of Art Education in Egypt" (Mahmoud El-Bassiouny); (4) "It Is What One Does That Counts: Developments in Swedish Art Education" (Ulla Bonnier); (5) "The Changing Face of Australian Art Education: New Horizons or Subcolonial Politics?" (Doug Boughton); (6) "The History of Art Education in Chile" (Luis Errazuriz); (7) "Art Education in Eastern Europe from…

Lenkaitis, Chesla Ann (2022). Integrating the United Nations' Sustainable Development Goals: Developing Content for Virtual Exchanges. Language Learning & Technology, v26 n1. The United Nations' Sustainable Development Goals (SDGs), which were adopted in 2015 as part of the 2030 Agenda for Sustainable Development, "provide a shared blueprint for peace and prosperity for people and the planet" (United Nations, 2020a). The SDGs, which include gender equality, quality education, and ending poverty, are those objectives that must be met by all countries "in a global partnership" (United Nations, 2020a). With the 2030 Agenda in mind, this Virtual Exchange (VE) study reveals learners in different geographical locations who are partnered with one another via technology can benefit from the embedding of SDG content into their VE (Dooly, 2017; Forward et al., 2020). This article focuses on two parallel, but separate, Synchronous Computer-Mediated Communication (SCMC) six-week VEs. Teacher trainees from a university in the United States were partnered with other teacher trainees from a university in Poland and/or Colombia. In another cohort,… [Direct]

Cassara, Beverly Benner (1995). Discussion of International Research Needs in the Field of Adult Education. The international area has grown as a field of graduate research in the past 20 years. Graduate students in adult education need to become more involved in international research both to stay viable as scholars and to be able to effect positive change in the lives of people in developing countries. The four main priorities in research in adult education are as follows: women's education; peace and human rights; environmental education; and literacy. These priorities often overlap and many collaborative research possibilities exist. In searching for grants for adult education research, however, graduate students should be aware that the term \adult education\ is rarely used. For example, the World Bank does not use \adult education,\ but it promotes adult education in many ways–literacy, teacher education, training of all kinds, nonformal education, vocational education, and human resource development. Agencies that fund research are increasingly interested in collaboration among… [PDF]

Afriansyah, Anggi (2020). Establishing School as a Dialogue Space: A Case Study at Kolese Gonzaga High School. Online Submission, Society v8 n1 p48-63. Dialogue is an important part of strengthening democratization. However, dialogue has not been fully practiced and prioritized in schools. Schools become important institutions to promote tolerance and dialogue from various traditions or cultural backgrounds. Strengthening dialogue is an important part of the humanist education approach. This research discussed how Kolese Gonzaga High School established a learning system that provides a large space for dialogue. In each activity, the school tries to develop communication skills, learn to understand each other, and also collaborate with various communities. This research focused on two things: (i) the practice of establishing school as a space for dialogue, and (ii) how school can promote dialogue for peace. This research was qualitative research with a case study approach. Informants were selected using a purposive sampling technique. Meanwhile, the data collection techniques used are in-depth interviews, observation, and literature… [PDF]

Velasquez-Fajanela, Jennifer V.; Viray, Rose Ann B. (2023). The Perennial Exit of Teachers from Alaska and the Inadequacy of Herzberg Theory: A Follow-Up Qualitative Study. International Journal of Educational Methodology, v9 n3 p509-524. The researcher assessed the subject teachers' levels of satisfaction and/or dissatisfaction using the Herzberg Two-Factor Theory. The study assesses employee motivation and hygiene, as discussed in the first part of the study about exploring the sociodemographic profile and job satisfaction level among teachers in Alaska. Frederick Herzberg (1923-2000) was a well-known author, and his work was praised by the Harvard Business Review. His theory has been widely accepted by many different groups and studies, with many people adapting and applying the theory to business management. For many years, teachers have been leaving school districts, particularly in Alaska, and this project seeks to investigate the causes of this phenomenon. Running a school is like running a business, except your clients or customers are students and parents. You must be able to choose what type of education they require. Schools have a system structure that is like a business. A school district that oversees… [PDF]

Owen, David B., Ed.; Stickel, George W., Ed. (1995). Proceedings of the Midwest Philosophy of Education Society, 1993-1994. These proceedings are composed of papers presented at the 1993 and 1994 Annual Meetings of the Midwest Philosophy of Education Society. The collection is divided into four parts. Part 1 includes: "Failure, Philosophy of Education, and the Music of the Spheres" (David B. Owen); "What Has Philosophy of Education Come To?" (Lawrence J. Dennis). Part 2 covers the 1993 meeting and includes: "Hegel's Influence on the Social and Educational Thought of John Dewey" (Marianne S. Glazek); "How the Concept of Transaction Redefines Subjectivity within Dewey's Theory of Knowledge" (Jeanne Connell); "Why American College of Education Do Not Produce Master Teachers" (Don G. Smith); "Is There a Correlation Between Philosophic World-Views and Social Theories" (Robert N. Barger); "Pragmatics and Identifying Disciplines" (Thomas Kowall); "William James on his 'Talks to Teachers' and on Teachers Themselves" (Harry J…. [PDF]

(1992). Appalshop Film and Video on Culture and Social Issues. This collection of 76 award-winning films and videos shows people from the southern Appalachian mountains pursuing the chance to work, to live in health and peace, to share their lives with loved ones, and to create and sustain that which is beautiful. Item categories are: 1992 releases; environmental issues; women's stories; cultural identity; coal-mining culture and history; war and peace; American politics; education; growing up; literature; grassroots organizing; health; traditional life and rural values; music and dance; art and artists; storytelling; performing arts; and performers and folk collectors. Each entry contains the following components: a description; reviewer comments; list of festivals, screenings, and awards; name of director; and running time. The seven education entries portray rural and one-room schools, school reform efforts, and the Foxfire approach in a second grade classroom. Also included are many photographs, a subject index, a title index, a price list,… [PDF]

Tural, Aysegul (2018). The Analysis of Kutadgu Bilig in Terms of Values Education. European Journal of Educational Research, v7 n2 p203-209. Kutadgu Bilig is one of the literal works that shed light on Turk-Islam history and culture. In this study, it is aimed to examine Kutagu Bilig in terms of values that are involved in social studies teaching program. In research, Kutadgu Bilig work that is written by Yusuf Has Hacip and is adopted to Turkish in today by Silahdaroglu is benefitted as a collect data tool. In data collect period, document analyze technique that is one of the qualitative research methods is used and data is evaluated by descriptive analyze. In result of study, it is reached that justice, giving importance to family unit, responsibility, scientificness and honesty values take place mostly and peace value exists least. [This study was presented at the International Symposium of Education and Values-ISOEVA 2017.]… [PDF]

Boyd, Diane (2018). Early Childhood Education for Sustainability and the Legacies of Two Pioneering Giants. Early Years: An International Journal of Research and Development, v38 n2 p227-239. This paper considers Early Childhood Education for Sustainable Development from the perspective of two pioneers, Maria Montessori and Rudolph Steiner. These pioneers advocated for strong community ethics based on social justice, peace and equality. This is discussed in relation to current practices in England. Although the Early Years Foundation Stage acknowledges the importance of an inclusive environment, there is little recognition of how the power of education has the ability to transform children and adults. Montessori notes the child as the 'constructor of civilisation,' which resonates with the idea of a strong capable child in contrast to a passive model of a child who listens 'attentively' and 'responds appropriately.' Similarly, Steiner sought to foster key attributes to ensure that children have an 'inner voice of conscience and a sense of justice and responsibility'. This paper considers early childhood as a transformative time and argues that early childhood educators… [Direct]

Payne, Brian; Thompson, Jeremy (2019). Towards Professionalism and Police Legitimacy? An Examination of the Education and Training Reforms of the Police in the Republic of Ireland. Education Sciences, v9 Article 241. In this paper, we present a thought piece examining recent core policing reforms introduced in the Republic of Ireland (ROI), responding to a perceived crisis of legitimacy, for An Garda S√≠och√°na (AGS) (translated: 'The Guardian of the Peace'). Central to this process is the critical reform of the education and training of police and their relationship to the professionalisation and legitimacy of policing. In this paper, we put forward an explorative analysis of the potential link between the professional education of police and their perceived legitimacy. A literature review was carried out on the reform process, including the related elements of police education, training, professionalisation, community policing, police legitimacy, code of ethics (CoE) and police culture. We consider the espoused ambition to professionalise policing via processes including the provision of professional learning in universities and how this might be deemed to contribute (or not) to legitimacy. While… [PDF]